2025 Volume 17 Pages 15-32
This case study determined whether classroom management approaches (CMA) to teaching cell division and Mendelian genetics vary based on years of teaching. Specifically, comparisons among four Grade 8 teachers—two beginning teachers and two experienced teachers—were made with respect to facilitating skills, metacognitive techniques, and personality construct dimensions. Initial interviews documented the teachers’ knowledge and ideas about cell division and Mendelian genetics, after which video recordings of the actual teaching sessions were done for 10 days. Follow-up interviews were also done for clarification. The transcribed interviews and observations were subjected to qualitative analysis. The findings indicate that one experienced teacher and two beginning teachers demonstrated stronger CMA than the remaining experienced teacher, who did not show much facilitating skills, demonstrated fewer metacognitive techniques, and failed to project a strong personality. With the results, CMA partially varies based on years of teaching. This teacher should be encouraged to retool and upgrade skills through training and workshops. This case study may serve as a basis for school heads’ planning of programs for continuous professional development on classroom management. Likewise, it is recommended to take into account a greater population size as well as apply a specific statistical tool in the analysis.
